Prepare education leaders to support adult professional growth with this comprehensive guide!
Supporting adult professional development—or capacity building—is a challenge in today’s high-accountability atmosphere, especially with new teacher and principal evaluations. Help prepare leaders to nurture human potential and build internal capacities with this one-of-a-kind resource. Through the authors’ practical advice, you’ll learn to
- Employ practices that support leadership development in your schools and districts
- Teach on-the-ground applications for effective professional learning initiatives
- Design and implement action plans based on Four Pillar Practices for Growth that comprise a learning-oriented model of school leadership: Teaming, Providing Leadership Roles, Collegial Inquiry, and Mentoring with Developmental Intentionality
- Help leaders bridge theory and practice with first-hand case study analyses
If you want to improve student achievement, then make schools and districts havens for learning for both students and educators with this comprehensive, highly adaptable, and accessible resource!
‘Ellie Drago-Severson is one of our most insightful experts on the development of adult educational leaders. She is unique in her ability to move back and forth comfortably between powerful ideas and promising practices.’
—Howard Gardner, Professor of Cognition and Education
Harvard University
‘This is not another book about education reform to be read and cast aside—this is a book to be savored. It contributes profoundly to our understanding about how adults learn, the differences in the ways that adults learn, and how we can support and challenge adults as continuous learners within the context of the school day.’
—Deanna Burney, Executive Director
Leading by Learning, LLC
‘Can those who teach in and lead our schools dramatically improve the development of their students without a new commitment to their own ongoing development? Drago-Severson and her co-authors think not. But more than this, they provide an expansively intelligent, intensely practical, research-based route to realizing this new commitment.’
—Robert G. Kegan, Meehan Professor of Adult Learning and Professional Development
Harvard Graduate School of Education
Tabella dei contenuti
Acknowledgments
About the Authors
Part I. Foundations
Chapter 1. New Imperatives for Change in Support of Building Teaching and Leading: The Promise of Supporting Adult Development–Capacity Building–in Today′s Complex Educational World
Orientation
Connecting This Book to Hopes and Urgent Needs in the Field
Situating This Book in the Context of Education Today
A Note About the Cover
Research Informing This Book
Organization of This Book
Our Hopes for You: Enhancing Your Learning and Noble Practice
Reflective Questions
Chapter 2. Leadership for Transformational Learning: A Developmental Model for Building Human Capacity in Diverse Contexts
Introduction and Overview
Constructive-Developmental Theory: A Sneak Peak
Leadership for Transformational Learning (LTL): Course Overview
The Promise of Learning Oriented Leadership
Chapter Summary
Reflective Questions
Chapter 3. A Close-up on Constructive-Developmental Theory: Using Theory to Guide Adult Learning in Schools, Districts, and University Preparation Programs
Introduction and Overview
Informational and Transformational Learning: Why Might This Distinction Matter to You?
Foundational Principles of Constructive-Developmental Theory
Why Ways of Knowing and Holding Environments Matter
Chapter Summary
Reflective Questions
Part II. Lessons and Examples From Leaders in the Field
Chapter 4. Learning about Leadership for Adult Development: LTL Ideas and Practices That Made a Difference for Leaders
Introduction and Overview
New Understandings of Learning-Oriented Leadership and Supporting Adult Development
Helpful and Meaningful Course Learnings
Helpful and Meaningful Course Practices
Chapter Summary
Reflective Questions
Chapter 5. Transferring Powerful Learnings: Supporting Professional Growth from University Classrooms to Real-Life Practice
Introduction and Overview
Hopes for Developmentally Oriented Leadership Practice
Transfer to Practice
Chapter Summary
Reflective Questions
Chapter 6. Integrated Lessons from the Field: Three In-Depth Cases of Developmentally Oriented Leadership Practice
Introduction and Overview
Matt′s Leadership Case: Nurturing the Preconditions and Collegial Inquiry Through Developmentally Oriented, Data-Driven Discussions of Practice
Tara′s Leadership Case: Building Teams for Collaboration and Collegial Inquiry
Adrian′s Leadership Case: Supporting Professional Learning Through Reciprocal Mentoring and Providing Leadership Roles
Chapter Summary
Reflective Questions
Chapter 7. Growing from, through, and beyond Obstacles: Leaders′ Big Challenges and Their Strategies for Overcoming Them
Introduction and Overview
Challenging Norms: Confronting ‘The Way It′s Always Been’
Facing Resistance: Pushing Forward Despite ‘Pushback’ From Colleagues and/or Supervisors
The Urgency of Time: A Common Challenge
Professional Isolation: The Loneliness of Leadership
Growing Oneself: A Fundamental Need and Responsibility of Leadership
Chapter Summary
Reflective Questions
Part III. Implications for Practice and Policy
Chapter 8. In the Spirit of Closing Well: Implications for Leaders, Schools, Districts and Systems
Looking Back and Ahead: Reflecting on Our Journey Together
Leaders′ Requested Supports: Making Space for Renewal, Deep Connection, and Authentic Learning
Implications: What Schools, Districts, and Systems Can Do . . . and What You Can, Too
New Beginnings
Resource A. Research Appendix
Resource B. Leadership for Transformational Learning (LTL) Course Topics
Resource C. Leadership for Transformational Learning (LTL) Citations for Course Readings
Glossary
References
Index
Circa l’autore
Jessica Blum-De Stefano is an instructor and advisor at Bank Street College of Education, where she teaches adult development and qualitative research methods. Her teaching, scholarship, and approach to leadership foreground the power of growth and interconnection—especially as they relate to individual perspective transformation, authentic collaboration, and capacity building systemwide. Toward these ends, her work is inspired by an interdisciplinary tapestry of ideas—including adult developmental theories, social justice frameworks, the history and philosophy of education, organizational studies, student voice, and qualitative/mixed-methods research—as well as the nine rewarding years she spent as a teacher and school administrator in K-12 alternative education settings. Jessica earned her Ph D in Education Leadership from Teachers College, Columbia University, and holds additional degrees from Emory University (BA), Hofstra University (MA), and Teachers College (M.Phil.) Jessica is a coauthor of Learning for Leadership: Developmental Strategies for Building Capacity in Our Schools (Corwin, 2013), Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators (Harvard Education Press, 2016), and Leading Change Together: Developing Educator Capacity Within Schools and Systems (ASCD, 2018).
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